Category: Head’s Corner

Last week, I attended a Trustee and Heads of School conference hosted by CAIS (California Association of Independent Schools). As I spoke with other heads of school, I could not help but brag about the project work our students are doing at Saklan. One of my many takeaways from these conversations was how often the term Project Based Learning (PBL) is misused. 

These conversations led me to start to think about a litmus test for what real PBL is and what it is not. The questions below only begin to scrape the surface, but I hope they help define what we at Saklan mean by Project Based Learning.

Is the learning rooted in a driving question that has relevance for the students? 

At Saklan, we start our project work with a simple yet powerful approach: Each project begins with a question that resonates with the interests and real-life experiences of our students. This method ensures that each project is not just a learning task, but an exploration of students’ wonderings.

What “fuels” the project? 

Student questions and curiosities steer and fuel our project work. We see our role as facilitators, guiding them through their learning journey, but allowing their questions and ideas to lead the way. This student-centered approach ensures that learning is more engaging and meaningful, as each student connects personally with the subject matter.

Does the project reach beyond the classroom and into the real world? 

We believe that authentic learning breaks the boundaries of the traditional classroom. By integrating field experiences and interactions with experts, our projects gain depth and relevance. These real-world connections are crucial, providing practical insights and inspiring students to delve deeper into their subjects.

Is the outcome meaningful and public? 

The culmination of our project work is designed to extend beyond Saklan’s walls. Students present their findings and creations to authentic audiences, often emphasizing the importance of civic participation. This approach teaches them that their work can have a significant, real-world impact through a myriad of avenues such as exhibitions, educational presentations, or published work.

True project based educators often talk about a project being either a dessert (fun, tasty, empty calories) or a main course (nutritious, substantial, and enjoyable). The questions above are a litmus test of how to distinguish one from the other.  At Saklan, we are moving beyond dessert and focusing on the main course. 

#HeadsCorner

Over the past week, I grappled with writing this Head’s Corner piece. I aimed to spotlight the topic of this morning’s parent coffee,“The Social Institute – Helping Your Child Positively Navigate Media and Technology, and Maintaining Healthy Self-esteem,” but encountered challenges in articulating my thoughts.

Approximately 75% of our discussions regarding social media lean towards the negative aspects—concerns about time wastage, the pervasive FOMO factor, mindless scrolling, and the inundation of advertisements by algorithms.

When we bring children into these discussions, the negativity seems to multiply exponentially. Social media is linked to increased high-risk behaviors, depression, self-esteem issues, and the promotion of bullying.

While all the aforementioned concerns hold truth, dwelling solely on them proves counterproductive. It overlooks the reality that social media is an integral part of our children’s lives, and its presence is enduring.

So, how can we guide them through this digital landscape? If you attended this morning’s coffee session, you likely have an answer. Employ a positive and constructive approach that resonates with children. This is precisely why The Saklan School is collaborating with The Social Institute—to redefine the narrative in navigating our digital world.

We acknowledge that solely emphasizing the negatives, imposing restrictions, and dictating what children should avoid online is ineffective. Instead, our focus should shift towards amplifying the positives, offering education, and empowering students. By coaching them to comprehend their digital world, we equip them with the knowledge needed to make informed and positive choices.

The partnership between The Saklan School and The Social Institute reflects our commitment to reshaping the conversation surrounding digital engagement. By focusing on the positives, providing education, and empowering students to understand their digital environment, we strive to foster a generation capable of making informed and responsible choices in this ever-evolving landscape.

Want to know more?  

Got to https://thesocialinstitute.com/parent-toolkit/ and use the access code 280cEADD98258B

As we head into Thanksgiving week, I, like many of you, have been thinking about the power of gratitude. We get so busy that it is easy to miss all the opportunities to be grateful. The research clearly points to the fact that sharing gratitude has as much a positive effect on the giver as it does on the receiver. We routinely practice and model gratitude in our classrooms with students but sometimes forget to do it as adults. That being the case, I thought I would take a moment to share some gratitude. 

• I’m grateful for all the Grandfriends who joined us for our Grandfriends’ Day this morning.  Their presence in the lives of our students helps students become more compassionate, courageous people.
• I am grateful that our community is built upon the values of kindness, belonging and empathy.
• I’m grateful for a parent community that is supportive of the work we do here at Saklan, to the point where we have reached 78% AGF participation. 
• I’m grateful for working with faculty and staff who love children and have embraced project-based learning. In the first 12 weeks of school, they have run 12 projects, invited over 35 guest experts onto campus and taken students on over 25 field experiences. 

Lastly, I am grateful to be able to take next week to slow down, spend time with my family, and truly appreciate how fortunate I am.  

With gratitude,

David  

A couple of weeks ago, Adam Grant wrote an opinion piece, “What Most American Schools Do Wrong,” in the New York Times. The article speaks to our typical approach to education that does not leverage two critical tools teachers have in helping students excel. His discovery of the tools comes after examining why countries like Finland and Estonia consistently outperform other bigger and richer countries.

The tools: knowledge of students and relationships. Not testing, not longer school days, not increased homework.

Grant speaks of the power of “looping” – the practice of teachers moving up a grade level with students. The effect is teachers have a profound grasp of a student’s strengths and challenges and a nuanced understanding of each student. They can then take that understanding and build a meaningful relationship with the student while uncovering the hidden potential of each child. 

What Grant is hitting on, though, is how big of an impact seeing each student as an individual can have on their educational journey. At Saklan, our small class sizes and focus on relationships allow us to take “uncut gems” and see “beyond the surface and recognize the brilliance beneath.”  

There is no secret to helping students love learning and excelling academically. It starts with focusing on the person before you and building the relationship; from there, challenging them academically and helping them reach their full potential comes naturally. In other words, one can’t Bloom until you Maslow.

#SaklanConnected #SaklanHeadsCorner

Be curious, not judgemental.

Walt Whitman

This quote (recently made famous by Ted Lasso) replaces an old favorite of mine: “If you only believe 50% of what your children say about us, we will only believe 50% of what they say about you.” While the quote is tongue-in-cheek, it emphasizes that misunderstandings can occur between home and school when we only understand one perspective. But it does not ask us to be curious and learn. When it comes to raising good people (the children we share), we need to be curious and suspend judgment.

Yesterday, as a faculty, we spent time talking about parent-teacher conferences. One of our conversation points was delving into the anxiety all participants (yes, even teachers) can feel during these meetings. As we prepare for conferences, it is essential to remember that we (parents and teachers) have the same goal in mind: to help young people grow to become fulfilled, self-actualized adults. This work is complicated and bumps in the road are inevitable, but our children benefit when we remain curious and work together. 

Please keep this in mind next week as you discuss your child’s progress at conferences. We are a team and we look forward to sharing your child’s glows and grows with you.

In gratitude,

David

#HeadsCorner #SaklanCommunity

This past week, I was in Merced for three days, evaluating the work of a small private school. From going into classrooms or talking with parents to examining their financial practices and playing Dodgeball with their students- I (and a team of three others) were “in their business.” 

Our work was to examine every aspect of the school, assessing if they were in alignment with their accrediting body as well as fulfilling the promise of their mission. The school had submitted a 160-page report reflecting on its practices and culture. Our job was to see how accurate their self-reflection was, give feedback, and help them set goals for the next six years.  

Saklan is in the middle of that accreditation process right now. Over the past nine months, the faculty and staff have been working on our own California Association of Independent Schools Accreditation Self-Study. The report will be submitted in December, and there will be a team of 4-5 accreditation members visiting Saklan for four days in March. Once they visit, they will submit their report with “notable strengths” and recommendations for improvement. 

They examine not just how well we are doing in the areas of teaching and learning but also whether our culture is in alignment with our mission and core values. Do our financial practices and governance follow best practices? Do we have a process for continual improvement? And lastly, have we been honestly self-reflective in our self-study report? 

The process is intense and exhausting but also validating and rewarding. It helps us understand our strengths, but also where we need to improve. It is an exercise in self-reflection and learning- which is what we are about. I look forward to sharing our school with the visiting committee in March, as I am so proud to be part of this community.

Sincerely,

David

#HeadsCorner

At Saklan, we Maslow in order to Bloom. 

Last Spring, we ran two surveys. The first was a Belonging Survey we did with students (grades 2-8), parents, and teachers. The second survey was given to the parent community, asking them to reflect on their family’s overall Saklan experience.

The surveys provided valuable insights into our strengths and areas of potential growth. The findings consistently highlighted that fostering a strong sense of belonging is at the core of our identity and valued by our community. Of everything to digest, though, one of my biggest takeaways was how well we  “Maslow in order to Bloom .” 

Any first-year education student is familiar with Bloom’s Taxonomy. His hierarchy applies to learning, moving from the most basic recall level and progressing to synthesizing and creating.

While the lower levels of the hierarchy are foundational, it is the upper levels where we want to take students. It is where learning is most exciting and why Saklan focuses on deep and meaningful project work.  It also happens much more deeply if students feel they are in a safe place to make mistakes and feel connected to others.

Hence, the importance of Abraham Maslow and his Hierarchy of Needs. In short, Maslow emphasized how vital our basic needs are. Maslow believed that mental well-being starts with ensuring food, shelter, and safety. Once those are secure, feeling love and belonging become the foundation for reaching our full potential. 

That foundation of belonging is an accelerant to rich and meaningful learning. In other words, you can’t Bloom until you Maslow. This is the core of who we are at Saklan and why we do what we do.

#HeadsCorner

It’s been a fun, bright, sunny morning at Saklan; Spring is finally here! I had the privilege of visiting lots of classrooms and noticed many good things. This reminded me of the connections made here at Saklan and how we reinforce them every single day. 

During Morning Meeting, all of the students were listening, paying attention to each other, and using kind, inside voices. In Humanities, I recognized that the 7th graders were collaborating with their table groups and participating respectfully in the discussions. During CLASY, the lower school students were doing fun activities in mixed ages outside. Everyone was smiling and working together.

My time walking around campus this morning made me reflect on some of my favorite Saklan experiences. One of the highlights from this year was the Family Group World Cup. Family Groups played soccer games against each other during lunch recess. It was so fun to cheer on other people, and it brought the whole school together!

Another fun thing that we do at Saklan is the All-School Concert. It’s where all the kids have an opportunity to use their voices to sing, play instruments, and have a fun time. Even the preschool students get to be on stage and participate!

Field experiences are a great part of Saklan because it helps make connections with what we are learning and with each other. One of my favorite field experiences is when I went to Coloma. It was fun because we had a lot of activities and got to tell spooky stories in the cabins. It bonded our class together.

This is what makes Saklan such a great place. Thank you to the teachers and staff members for all that you do!

Sincerely,

Natalie

SaklanConfident #SaklanConnected #HeadsCorner

Some 50ish years ago, Grandpa Schulte taught me how to throw a baseball and would take me to Tiger games. The seats were as lousy as the Tigers, and I never became Aurelio Rodriguez. Grandpa O’Connell let me drive his rusty red tractor around the farm and taught me how to play poker (to my mother’s chagrin). There is not one living plant in my house, and I gave up thinking I would profit from cards long ago.  

Grandparents have a unique ability to provide love, support, and guidance that is different from that of parents. They have the bandwidth to validate children’s feelings and offer patience and understanding when things get tough. They savor every moment they have with children, knowing that their time together is limited.

Which brings me to Grandfriends’ Day. A core value of Saklan is the power of experiential learning. Today our grandfriends enjoyed a field experience into our students’ lives. They had their hand taken and were led into a world of education different from what they knew as a student. They engaged in morning meeting activities that emphasized connection and cross-generational understanding. They gained insight into a child’s life through The Saklan Art Show. They held conversations about project and field work that helped grandfriends understand what makes Saklan exceptional. 

But most importantly, Grandfriends’ Day gave someone in their lives an opportunity to share what is important to them. They were able to learn from, validate, and bond more deeply with a special person in their life. And that, at the end of the day, is what matters most.

To those that were able to share your grandfriends with us today, thank you. It was a pleasure to witness the cross-generational joy and light being spread around our campus. 

With gratitude,

David

#HeadsCorner #SaklanGrandfriendsDay